L’apport des documents iconographiques dans l’acquisition d’une compétence interculturelle pendant la compréhension écrite d’un récit historique.

Abstract

The researchpaperentitled "The Contribution of Iconographic Documents in the Acquisition of InterculturalCompetenceduring the Reading Comprehension of a Historical Narrative : A Case of 9th Grade Students" examines the role of iconographic documents in the acquisition of interculturalcompetencewhenreadinghistorical narratives by 9th-grade students. The studyfocuses on the use of iconographic documents such as photographs, illustrations, and maps in the process of learningreadingcomprehension. The main objective of thisstudyis to encourage teachers to use these documents in the classroom to improvestudents' understanding and production of high-qualitytexts. Weconducted an empiricalresearchusing a mixed-methodsapproach, combining quantitative and qualitative methods. The participants were 9th-grade studentswhoweregivenreadingcomprehensionexercises on historical narratives, bothwith and without the use of iconographic documents. The students' performances wereevaluated and compared to determine the impact of visual documents on theircomprehension and interculturalcompetence. The results of the studyindicatethat the use of iconographic documents in learningreadingcomprehensionsignificantlyimprovesstudents' performance. The studentsdemonstratedbetterunderstanding of historical narratives whenaccompanied by visual documents, whichhelpedthemestablishdeeper connections with cultural and historicalcontexts. Furthermore, the use of these documents facilitated the development of students' interculturalcompetence by enablingthem to graspdifferent perspectives and recognize cultural diversity. In conclusion, the paperhighlights the importance of iconographic documents in the acquisition of interculturalcompetenceduring the readingcomprehension of a historical narrative. Thesevisual documents canplay a significantrole in enhancingstudents' understanding and fosteringtheiropenness to other cultures. Thesefindingssuggestthat the integration of iconographic documents into curriculum couldbebeneficial for students, helpingthemdevelop a more profoundunderstanding of history and the world aroundthem.